Angela+Camera's+Phase+3+Analysis+and+Findings

 1. __ **The Primary Discourse of the students who attend Junior High School 226 Virgil I Grissom is Spanish.** __ For the Linguistic Dimensions Study, I have chosen to examine Junior High School 226 Virgil I Grissom. J.H.S. 226 is located in South Ozone Park, Queens. I used the U.S. Census, Record Information Services to examine the demographics of South Ozone Park and determine that it is comprised of mainly Hispanics. Being that such a large percentage of both the community and the school are Hispanic, I was not surprised to notice that many of the stores surrounding the school display signs in both English and Spanish. Within a block radius of the school, I took note of both a Spanish restaurant and a Spanish bakery. I had taken photographs of Mamacita's Restaurant, located directly across the street from J.H.S. 226. This restaurant serves both breakfast and lunch. The restaurant is extremely popular amongst both teachers and students at J.H.S. 226. Since Mamacita's opens at 7a.m, it is not uncommon to find students there before school. The food is prices reasonably enough to be affordable for students. Fried eggs are only 50 cents. (Camera) Even though the neighborhood is predominantly Hispanic, the menu has been translated to English. I believe the reason for this is due to the popularity of Mamacita's amongst the teachers who work at J.H.S. 226. The fact that every detail of the menu is translated with the exception of the fact that the restaurant caters strengthened my initial accusation. In addition to the photos from Mamacita's Restaurant, I had also uploaded pictures from a Spanish bakery that is also across the street from J.H.S. 226. (Camera)

One student, Lucy, explained feeling torn between English and Peruvian culture. She moved from Peru to the United States in the 4th grade. Lucy's mother requires that her children all speak Spanish while they are home in hope to keep their heritage alive. Lucy acknowledged that although she is bilingual, there are times when both of her languages suffer. She states, “Sometimes when I’m with my English friends I try to say a word but can only think of the word in Spanish. Other times when I’m at home talking to my parents I think of a word and can only think of how to say the word in English. When I try to translate the word, my mind goes blank. When I do this in front of my friends, I feel weird. But when I do this in front of my mom I feel bad.” (Gonzales, 2009) Although Lucy's family values their Peruvian tradition, they also celebrate Thanksgiving and Fourth of July. They are assimilating to American culture while trying to preserve their Peruvian culture. Lucy explained that sometimes it is hard to have two different cultures. Her mother makes the family a large breakfast each morning and expects them to not eat again until they have a large dinner together at 3 o'clock every afternoon. However, as an American she is expected to have lunch with her classmates. In Lucy’s social circle, her friends often celebrate birthdays by going out to dinner. Lucy explained feeling awkward at birthday dinner because she never orders food. According to Lucy her mother becomes very offended if any of her children do not eat at home. (Gonzales, 2009) Claudia moved to the United States from Peru is the first grade. She explained to me that not eating dinner at home is unacceptable in her house. She told me that it is the ultimate sign of disrespect to her parents. Claudia recalled feeling embarrassed when her friends found out she had never had pizza before. (Valdes, 2009) Both Lucy and Claudia rarely ever eat any meal outside of the home. Take-out, fast food, delivery, and going out to eat are very uncommon. Another difference Lucy has encountered is the celebration of Christmas. Lucy’s family celebrates Christmas on Christmas Eve. Their family has a large meal on December 24 and the children go to sleep very early. At midnight, all of the children wake up to set off fireworks and dance in the street. By midnight, Santa has come and they all open gifts together and have a huge meal. Lucy told me that as a child her friends did not understand how she could not get any gifts Christmas morning. Another difference Lucy has encountered since arriving in the United States is on Halloween in Peru the children say “Halloween, Halloween” instead of “Trick-or-Treat”. (Gonzales, 2009)
 * 2. ****__A disconnect exists between Hispanic and American Culture __**

 3. **__Emphasis on Body Image __** Claudia recalled that when her grandmother first came from Peru to visit the United States, she could not get over how “fat” Claudia had gotten. Claudia’s grandmother spent the entire two weeks she was in the United States trying to put her on a diet. She judged both Claudia and her mom for letting Claudia get so heavy. (Valdes, 2009) Claudia told me that until her grandmother from Peru came to visit, she had never considered herself fat. She even acknowledged that she was thinner than most of her friends. (Valdes, 2009) Lucy laughed at Claudia’s remark and explained that even though she is only a size 3/4 in American clothes she is considered "fat" to her relatives in Peru. She explained to me that in Peru, everyone is "very very thin.” (Gonzales, 2009) Lucy explained that if she still lived in Peru, she would have a very difficult time shopping for clothes since the majority of the population was much smaller than her. Lucy added that being expected to eat so many different times a day has increased her awareness of body image. Eating has become a social occurrence for her. (Gonzales, 2009)

 4. __ **Family Values** __ Much of the research I have found emphasized the importance of tight knit Latino families. (Ferrer, 2009) Latinos, specifically from the same geographical region, often become somewhat of an extended family to each other. (Darder, 1997) During my interview with Lucy, she kept referring to all of her cousins. When I asked how many cousins, she had that live near her, she laughed and said “a lot”. When I asked if she was related to them all by blood she looked at me as if I was crazy. Lucy explained that because her parents were new to this country they tried to make as many friends from Peru as possible. The children of Lucy’s parent’s friends are considered her cousins. (Gonzales, 2009) Claudia also emphasized a strong community comprised of Peruvians who she considers “cousins”. They celebrate all birthdays and holidays together. Even though they did not know each other in Peru, the bonds these people share from both having similar, cultures and facing similar obstacles create a family-like bond among them. (Darder, 1997) During our conversation, Lucy mentioned that her entire family attends mass together every single Sunday than goes to one of her aunt’s house for a large breakfast. Another tradition they have carried from Peru to the United States is watching soccer regularly with their extended family. (Gonzales, 2009) She appears to have very strong family bonds. From our conversation, I know that she visits aunts, uncles, cousins, and grandparents who live in this country regularly. During our conversation, she mentioned that she goes to one of her aunts houses every Sunday for breakfast. She told me, “Since I have such a big family we are always celebrating somebody’s birthday.” (Gonzales, 2009) Claudia also stated that her heritage includes large family meals. She emphasized a strong community comprised of Peruvians who she considers “cousins”. (Valdes, 2009)

 5. __ **Educational Values** __ Lucy's mother requires that her children all speak Spanish while they are home in hope to keep their heritage alive. Lucy explained that although she only speaks Spanish at home, her mother set strict standards for her to learn English and do well in school. She said, "Not doing well in school is not an option. My mother knows we need to learn English properly to be successful in this country." Both of Lucy's parents had earned degrees in Physics while in Peru but now run a Laundromat in New York. She explained that her parents valued education at home but their degrees did not transfer to the United States. (Gonzales, 2009) After researching the difference between American and Peruvian education I found what I believe to be an enlightening explanation written by Joselyn F.Mejia entitled, //The American Classroom. //Mejia writes, “When I began college in the United States, I was not prepared for the American style of education. It is very different from Peruvian education. In Peru, students usually listen to the instructor. They ask questions only to clarify something they do not understand. Peruvian students usually do not question or doubt the instructor. They repeat what the instructor, who is usually right, tells them. In America, students talk as much as the instructor does, sometimes more. They say what they believe in class (their opinions). Also, sometimes they disagree with the instructor. Most professors encourage students to be independent and to think for themselves. In some classes, Americans critique each other’s work. I found the American classroom shocking at first. The first time a professor called on me in class, I couldn’t say anything, so she called on someone else. The second time she called on me, I repeated what she had said. Consequently, she got angry with me and again called on another student. She asked the American the same question she had asked me. The student spoke for several minutes. In his answer, he disagreed with many things the professor said. He was also eating a muffin and drinking coffee right in class. This behavior was shocking. I thought the student was very rude and disrespectful. But, in fact, the instructor was pleased by his answer. I think the professor thought that the American student was the best student because he spoke up during every class and gave his opinions. Now, after several months at an American college, I like the American classroom. I think that I am even becoming an American student. I speak up in class when I want to, or I just sit and listen when I do not have anything to say. My English has definitely improved a lot because I have had to talk in class. I bring water or soda into afternoon classes to keep me awake when I would rather be taking a nap. I can leave the classroom during a class to use the restroom. In Peru, I might have to wait to go, perhaps for several hours. In addition, American students sometimes come to class late. I could never come to class late in Peru. In general, I think students in American classrooms are more comfortable than students in Peruvian classrooms because they have more freedom. They can do and say what they want without being afraid. Teachers and students show respect for each other’s opinions. Finally, I think that that style of education helps students improve, learn, and develop more in a classroom.” (Mejia, 2002)   6. __ **Importance of Catholicism** __ Both Lucy and Claudia spoke about the heightened role Catholicism plays in their lives. I found it interesting that both of the girls attended Catholic school while living in Peru but attend Public School here in the United States. During our conversation, Lucy mentioned that her entire family attends mass together every single Sunday. (Gonzales, 2009) Claudia added that she has never missed church once in her entire life. (Valdes, 2009) Both girls mentioned that they are not allowed to eat anything on Sunday mornings until after they have received communion. The girls not only attend church regularly but also go to confession every other Saturday together. They mentioned that Public School does not give recognize Holy Days of Obligation. I could see how this could create a point of tension for the girls. Their families allow them to miss school on the days that their faith requires them to be in church.

 = Works Cited   = Camera, A. Linguistic Dimension's Study. //http://ctge5531.wikispaces.com/Data+Collection.// Mamacita's Spanish Restaurant, South Ozone Park. Darder, A. (1997). Latinos and Education: A Critical Reader. New York: Routledge. Ferrer, D. L. (2009, 1 15). //Strategies to Help Minority Students Achieve Academic Success//. Retrieved 11 13, 2009, from www.drlourdes.net: http://www.scribd.com/doc/10487533/Strategies-to-Help-Minority-Students-Achieve- Academic-Success Gonzales, L. (2009, 10 9). Linguistic Dimensions Study. (A. Camera, Interviewer) Mejia, J. (2002). //The American Classroom//. Retrieved 11 15, 2009, from Bergan Community College American Language Program: http://www.bergen.edu/library/learning/english/handouts/ALPJournalSp02.pdf Valdes, C. (2009, 10 14). Linguistic Dimensions Study. (A. Camera, Interviewer) // Virgil I. Grissom School M.S. 226 //. (n.d.). Retrieved 4 10, 2009, from Facebook: [|www.facebook.com]